Early childhood education: an international development issue
by Ian
Whitman
Head of the Programme for Co-operation with Non Member Economies, OECD Directorate for Education
Quality, quality,
quality – that’s what matters most. This was the overwhelming cry at the
international conference I attended in Beijing this week on early childhood development, “Child Leads,
Equity Counts”. Feng Xiaoxia, the Former President of the Chinese National
Society of Early Childhood Education went as far as to say that without quality
(in early childhood education and care), access doesn’t much matter.
Evidence bears the importance of quality out, as we find in Investing in high-quality early childhood education and care (ECEC):
Early childhood education and care (ECEC) has become a policy priority in many countries. A growing body of research recognises that ECEC brings a wide range of benefits, including social and economic benefits; better child well-being and learning outcomes; more equitable outcomes and reduction of poverty; increased intergenerational social mobility; higher female labour market participation and gender equality; increased fertility rates; and better social and economic development for society at large.
These positive benefits are directly related to the “quality” of ECEC. Steered by the OECD Network on ECEC, the project “Encouraging Quality in Early Childhood Education and Care” investigates what defines quality, which policies can promote and enhance quality, and how such policies can be effectively put in place. This project draws on the publications Starting Strong I and Starting Strong II .
OECD Network on Early Childhood Education and Care The Network upholds the mandate of the Education Policy Committee to assist countries to develop effective and efficient policies for education and learning to meet individual, social, cultural and economic objectives. The Network meets bi-annually, and the theme of each meeting is determined according to the policy priorities of Network members.
Starting Strong III: A Quality Toolbox for Early Childhood Education and Care (OECD, 2012)
This new publication focuses on quality issues: it aims to define quality and outlines five policy levers that can enhance it in ECEC. In addition, it provides busy policy makers with practical tools such as research briefs, international comparisons, country examples, self-reflection sheets, etc., in order to successfully implement these policy levers.
Starting Strong III: A Quality Toolbox for ECEC – online version
The online version of the Quality Toolbox presents the five policy levers found to enhance quality in ECEC and contains several components not found in the publication, including a web page that compiles a sample of approaches used by governments to improve ECEC within their country. Links to websites, reports, frameworks, guides, training videos, brochures, etc. have been categorised by the five levers of the toolbox.
3 Consequences in learning about international early childhood education and care:
* I discovered that the same issues whether in service or policy are the same (above links provide examples of this)
* I discovered that quality is the single most discussed topic in the world
* There is a global understanding about early childhood brain development and the future of our communities and economy
(http://www.who.int/social_determinants/resources/ecd.pdf)
GOALS:
1. To create a framework or system for early childhood programs
2. To bring professionalism to the field and work together to create a strong voice for our field
Head of the Programme for Co-operation with Non Member Economies, OECD Directorate for Education
Quality, quality,
quality – that’s what matters most. This was the overwhelming cry at the
international conference I attended in Beijing this week on early childhood development, “Child Leads,
Equity Counts”. Feng Xiaoxia, the Former President of the Chinese National
Society of Early Childhood Education went as far as to say that without quality
(in early childhood education and care), access doesn’t much matter.
Evidence bears the importance of quality out, as we find in Investing in high-quality early childhood education and care (ECEC):
Early childhood education and care (ECEC) has become a policy priority in many countries. A growing body of research recognises that ECEC brings a wide range of benefits, including social and economic benefits; better child well-being and learning outcomes; more equitable outcomes and reduction of poverty; increased intergenerational social mobility; higher female labour market participation and gender equality; increased fertility rates; and better social and economic development for society at large.
These positive benefits are directly related to the “quality” of ECEC. Steered by the OECD Network on ECEC, the project “Encouraging Quality in Early Childhood Education and Care” investigates what defines quality, which policies can promote and enhance quality, and how such policies can be effectively put in place. This project draws on the publications Starting Strong I and Starting Strong II .
OECD Network on Early Childhood Education and Care The Network upholds the mandate of the Education Policy Committee to assist countries to develop effective and efficient policies for education and learning to meet individual, social, cultural and economic objectives. The Network meets bi-annually, and the theme of each meeting is determined according to the policy priorities of Network members.
Starting Strong III: A Quality Toolbox for Early Childhood Education and Care (OECD, 2012)
This new publication focuses on quality issues: it aims to define quality and outlines five policy levers that can enhance it in ECEC. In addition, it provides busy policy makers with practical tools such as research briefs, international comparisons, country examples, self-reflection sheets, etc., in order to successfully implement these policy levers.
Starting Strong III: A Quality Toolbox for ECEC – online version
The online version of the Quality Toolbox presents the five policy levers found to enhance quality in ECEC and contains several components not found in the publication, including a web page that compiles a sample of approaches used by governments to improve ECEC within their country. Links to websites, reports, frameworks, guides, training videos, brochures, etc. have been categorised by the five levers of the toolbox.
3 Consequences in learning about international early childhood education and care:
* I discovered that the same issues whether in service or policy are the same (above links provide examples of this)
* I discovered that quality is the single most discussed topic in the world
* There is a global understanding about early childhood brain development and the future of our communities and economy
(http://www.who.int/social_determinants/resources/ecd.pdf)
GOALS:
1. To create a framework or system for early childhood programs
2. To bring professionalism to the field and work together to create a strong voice for our field
"A surprisingly large number of countries are engaging in implementing or finalizing ‘frameworks’ for early child
development. This trend to organize early services into a coherent national policy is encouraging, (Neugebaur & Goodeve, 2009)"
Resource:
Hello Heather,
ReplyDeleteIt is funny how all face the same issues no matter how much money our countries have. We all want the best for our children and there are many people in many different sectors fighting to achieve the same goal. All children have developmental steps and they learn at their own pace the whole world over. We just need to get the world to invest in the future of our children. Those are great goals if we have one framework to work with then we can all be on the same page and get more things done.
Best of luck!
How exciting to attend a conference in Beijing at the beginning of the school year. What a way to rejuvenate your enthusiasm. The issue of a quality early childhood program is being address world wide, but it seems to be a slow moving process. Our children are our tomorrow and they should be on the forefront of all discussions.
ReplyDeleteHeather,
ReplyDeleteI think many of us strive to bring awareness to the field of early childhood. Creating a framework, being a voice,and bringing professionalism to the field of early childhood are great goals. I have enjoyed reading your post over the last eight weeks. Good luck in the future:)
Heather,
ReplyDeleteIt is amazing that you we able to attend an international conference in Beijing. I would love to be a part of one of those conferences. Your goals: to create a framework or system for early childhood programs and to bring professionalism to the field and work together to create a strong voice for our field are wonderful. I couldn't agree with you more.
I have enjoyed reading your posts and learning of your experiences. Good luck in the future.
Catherine